Conflict Skits Day 3
Lesson 4 of 9
Objective: Students work collaboratively to create skits demonstrating various types of conflict.
I start the class with a five minute preparation period for each group to put together any final touches to their skit. I ask them to be sure they have a copy of the Skit Rubric out as they prepare, so they can be sure to address each area.
As the students are giving their presentations the final touches, reviewing the script, the energy in the room is palpable. The kids have prepared for a few days and have lots of excitement about sharing what they have created with their peers. As expected, there are many students feeling anxious as well, but they typically do a nice job of supporting one another and helping each other to feel better about things.
I have assigned 6-8 groups for each class period in order to keep the total presentation time frame at around 35 minutes. I assign each group a number and then use an 8-sided dice to randomly decide the order of the presentations. I nearly always randomize presentations because I feel it partially levels the playing field.
During the presentations, I have each student keep a Conflict Skit Scorecard using the grading rubric for accuracy. The scorecard allows for the students to score each of the categories, and to provide one plus and one delta for each presentation. I like to do this for a couple reasons: 1) The students really appreciate the feedback they get from their peers, and 2) It gives the students practice using the rubric and helps to increase their mindfulness of the expectations for each category and score. The scorecard does not include the first category, as the students would not be able to appropriately evaluate that because they were working on their own presentations rather than watching one another during days 1-2 of this activity.
As each group begins, each member introduces him or herself, then, one of the members will state the three concepts they included in their presentation. All the students will include that information on the scorecard. I also have the group member set the scene to give the audience a basic understanding of the setting and exposition. At the conclusion of each scene, the class will applaud their peers and then will have about 90 seconds to complete the scorecard for that group.
I fill out the rubric during the presentation, including pluses and deltas to ensure accuracy. After the school day ends, I will make copies of the rubric that each group member will glue in to the data portion of their Interactive Student Notebook.
When each of the groups have performed their skits, I lead a whole-class discussion with a focus on the many ways conflict can exist outside of "fighting."This activity was designed to get the students to think about conflict in a much broader sense than they had been prior. In order to fully appreciate the literature we read, they cannot have such a limited concept.
I then ask the students to also share stories they have read that are examples of each type of conflict as well. They share things like the societal restraints that Jonas faces in The Giver and the love triangle that exists in Hunger Games.
As an "exit slip" I ask the students to write in their ISNs explaining how and why conflict is integral to a story. As we move forward, we will continue to come back to each of the fundamental elements, like conflict.